2019 woy woy public school annual report · our school houses a doe preschool servicing 40...

Woy Woy Public School2019 Annual Report

7445

Printed on: 5 June, 2020 of 19 Woy Woy Public School 7445 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Woy Woy Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Woy Woy Public SchoolBlackwall & Park RdsWoy Woy, 2256www.woywoy-p.schools.nsw.edu.auwoywoy-p.school@det.nsw.edu.au4341 3555


School background

School vision statement

At Woy Woy Public School, we learn, teach and lead for excellence. We will be renowned for producing students whohave been challenged to become successful and resilient lifelong learners. We will be a place of excellent teaching,where collective responsibility for student improvement is achieved through the observation and evaluation of teachingpractices. Teachers will be provided with targeted professional learning opportunities with a focus on innovative andengaging pedagogies, resulting in collaborative and effective learning culture.

School context

Woy Woy Public School is a diverse P–6 primary school situated near the Brisbane Water inlet, on the Central Coast ofNSW. The school pays respect to and acknowledges that it is on traditional Aboriginal land. The current enrolment is 414mainstream students, 51 students with disabilities and 40 preschool students with 12% acknowledging Aboriginality and14% English as an Additional Language (EALD). There are 31 teaching staff, ranging from new graduates to moreexperienced staff, with 10 ancillary and support staff working as a team to provide quality teaching and learningexperiences for every child.

Woy Woy PS has a total of 22 classes including 16 mainstream and 6 support classes for students with a disability. Ourschool houses a DoE Preschool servicing 40 students, a Schools as Community Centre and an OOSH (Out of SchoolHours) service.

Woy Woy PS prides itself on the quality and variety of educational and extra–curricular experiences available to ourstudents. Key initiatives include: Positive Behaviour for Learning (PBL), L3, Tournament of Minds, AVID, PublicSpeaking, Debating, ICAS Competitions, PSSA Teams, Dancing, Chess and Talent Shows. The Stephanie AlexanderKitchen Garden Program (SAKG), teaches students to grow fresh, seasonal produce and use it to cook nutritious,delicious food and prepares them to make healthier choices in the future.

Woy Woy PS has strong alliances with the 'Brisbane Water Learning Community'. Schools work together to deliverexcellent programs which support the sharing of expertise across our community of schools. We are proud members ofthe Koorana Local Aboriginal Education Consultative Group (AECG) and the Southern Central Coast PSSA.

The school receives School Based Allocation Resource (SBAR) funding for Aboriginal education, socio–economicbackgrounds, integration, adjustment for disability, English language proficiency and support for beginning teachers andimplements a number of research based literacy and numeracy programs and student well–being initiatives.


Self-assessment and school achievement

This section of the annual report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Delivering

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Delivering

LEADING: Management practices and processes Delivering


Strategic Direction 1

Quality Teachers

Purpose

To create and foster a stimulating and engaging professional environment for educators, supported by a positivecollaborative culture that develops skilled and high performing teachers.

Major SEFV2 links – Learning: Learning Culture Teaching: Effective Classroom Practice, Professional Standards,Learning & Development Leading: Educational Leadership, School Planning, Reporting & Implementation, SchoolResources

Improvement Measures

95% of teaching staff agree with the Tell Them From Me survey statement– 'Involvement in PL has led to changes inmy teaching and practices of learners in my classroom". (Baseline of 82% in the 2017 Teacher Survey)

The Technology aspect of the Eight Drivers of Student Learning increases to meet or exceed the NSW norm.(Baseline 5.6 for school compared to 6.7 for NSW in the 2017 TTFM teacher survey)

Percentage achieving expected growth increases: reading – Yr 5 53% to 68%, Yr 7 52% to 62%; numeracy – Yr 5 68%to 78%, Yr 7 64% to 74% with a combined value add from 47% to 57% by 2020. (Baseline 2017 NAPLAN – SCOUT).

Increased proportion of students reporting being interested and motivated in their learning to meet or exceed statenorm. (Baseline 55% for school compared to 78% for NSW in the 2017 TTFM Survey)

Progress towards achieving improvement measures

Process 1: Learning and Development

Review and develop a whole–school approach to performance and development where every teacherand leader improves each year through high quality, high impact, targeted, collaborative professionallearning.

Evaluation Funds Expended(Resources)

Achieved – AVID was implemented into all Stage 2 and Stage 3 classrooms

Not Achieved – Avid Site Team did teaching rounds with Tracy Worthington(NSW AVID Coordinator).

Achieved – Teachers attended Winter Institute for introductory training. AVIDSite Team attended Summer Institute and were involved in second leveltraining of different subjects.

Not achieved– due to the changes in staff exposure of K–2 teachers will be in2020.

Not Achieved – QTR coordinator was in an alternative position and areplacement was not appointed.

• AdditionalRFF for QTR leaders • AVIDresources created for PL sessions • QTSS funding– IL days, PL, other resources • Casual dayfor QTR leaders to create presentationresources and materials • Casualteachers for 3 teachers each round • Casual daysfor AVID training days • QT Frameworkresources copied and laminated forclassrooms • AdditionalRFF for AVID Site Team to meet andplan • Casualteachers for AVID Site Team to attendthe Summer Institute.

Process 2: Technology Based Learning

Staff develop skills to better utilise available technology with a focus on student centred and technologyPrinted on: 5 June, 2020 of 19 Woy Woy Public School 7445 (2019)


Process 2: based learning that enhances collaboration and critical thinking.


• Partially achieved – 2019 has been a great year for ICT, digitaltechnologies and robotics. More teachers are displaying confidence in usingthem as part of their teaching practice. Some teachers have been integratingrobotics into KLA's (Stage 2 & Stage 3 teachers). • Not achieved – Google Team to meet more often and discuss how theplatform is being used throughout the school. Share more knowledge with allteachers. • Partially achieved – 2019 has seen more teachers using technology inclassrooms to enhance students learning. More needs to be done in 2020.

• ICT Leaderdays • P&Ccommitment to fund further roboticspurchases (Microbits $1500 and iPadcovers$1 300) • Humanresources – 'Experts within' plan • AdditionalRFF for staff to prepare Robotics PLsessions • Casualteacher(s) to release ICT team



Successful Students

Purpose

To empower our students to develop the ability to think critically about their learning and to develop the resilience neededto meet the challenges put before them, so that they will experience success as lifelong learners.

Major SEFV2 links–Learning: Curriculum, Assessment, Student Performance Measures Teaching: EffectiveClassroom Practice, Data Skills & Use, Professional Standards, Learning & Development Leading: EducationalLeadership, School Resources


In line with the Premier's Priority, increase the proportion of students in the top two bands of NAPLAN across all areasof reading & numeracy by 10% from 2017 baseline data to 45% by 2020. (Baseline data 35% in 2017)

Increased proportion of students reporting a positive sense of belonging to meet or exceed state norm (Baseline 68%for school compared to 81% for NSW in the 2017 TTFM student survey) while maintaining 90% or above of studentsreceiving recognition for achieving school behaviour expectations.

Increase the percentage of students in the top two bands in reading: Yr 3 38% to 48%, Yr 5 33% to 43%, Yr 7 14% to24% and numeracy: Yr 3 32% to 42%, Yr 5 34% to 44% by 2020.


Process 1: Literacy Classroom Practice

Implement and embed high quality, research based, future focused literacy teaching practices.


• The focus for K–2 this year has been on phonological awareness. All K–2teachers and LaST teachers have attended training on the importance ofphonological awareness and the key to being able to identify what it is anhow to explicitly teach it. Teachers utilised PLAN2 to group students andexplicitly target students learning. The school IL then used the data andassisted teachers within the classroom with students who required furthersupport. • A consistent target this year was not established with 3–6. Based on theNAPLAN results this year all 3–6 should be tracking students with grammarin 2020. • This year these types of meetings only occurred during reporting times forgrades. In 2020, these meetings need to be scheduled, every 5 weeks.

• Casual days –IL released on teaching days todevelop and deliver PL • Teacher release– Phonological awareness training forES1 delivered by IL • Casual days –IL and Literacy team member toobserve a VCOP school implementingBigWrite • Physicalresources – Black fabric for each classfor the VCOP wall, laminatingpouches, colouredprinting, writing folder for eachstudent. • SLSO day tomake resources for stages • Temporalresources – IL to support teachers inclass with the implementation of thewriting program. After school meetingsre. trialling new spelling program.

Process 2: Numeracy Classroom Practice

Implement and embed high quality, research based, future focused numeracy teaching practices.




• Achieved – The leader of the school's Numeracy Team identifiedmathematical language from NSW Mathematics syllabus for all strands andmatched the language to specific grades. The Numeracy Team Leaderdelivered professional learning aimed at enabling teachers to incorporateappropriate mathematical language into units of work from the BWLCMathematics program. Teachers then worked in stage groups to addappropriate mathematical language to their teaching programs • Partially achieved – All staff attended teacher professional learning on howto generate and analyse Scout data for student performance on the NAPLANMathematics assessments. Anecdotal discussions conducted during stagemeetings showed that not all staff members were confident in using the Scoutsoftware package. • Achieved – PAT Maths tests were administered in Term 4. Year 6 resultswere passed on to BWSC. Data from the Years 2 to 5 cohorts was collectedand will be used to form Maths groups at the start of 2020. • Partially achieved – All of the Stage 1 and some of the Stage 2 and Stage 3Mathematics assessment tasks were modified to better match syllabuscontent and the BWLC units of work but this needs to be completed for allassessment tasks for all stages of learning. This will need to be made apriority in 2020. • Partially achieved – Some NAPLAN data analysis occurred, and teacherswere able to use some of the data to plan for teaching and learning. It isrecommended that areas that were identified as problematic for students inYears 3 and 5 in 2019, be incorporated into teaching and learning programsfor Years 4 and 6 students from the beginning of the 2020 school year. • Achieved – NAPLAN Mathematics questions that students had difficultywith were identified so that copies of the questions can be utilised next yearto improve students' understanding of concepts related to these questions. • Partially achieved – Early Stage 1 and Stage 1 teachers tracked theachievement all of the students in their classes for both the 'additivestrategies' and 'quantifying numbers' sub–elements. Stage 2 and Stage 3teachers tracked achievement on the 'additive strategies' and 'quantifyingnumbers' sub–elements for five of their students only, as per directionreceived from Literacy and Numeracy Strategy Advisors (LaNSA's).

Physical resources – colour printing,laminating pouches, blue tac

Digital resources – Purchase PATMaths test

Human (and temporal resources) – ILtime spent ensuring students arebeing tracked on PLAN 2

Casual days to release Numeracyteam leader and team members

Process 3: Thrive

Continue to implement a whole school approach to student wellbeing in which students can succeedand thrive at each stage of their learning.


• PBL programs have been implemented throughout K–6 classrooms withScope and Sequences planned in response to incident data. Preschool hasbegun to implement PBL rules as needed within their learning environment.There is a renewed focus on community engagement which is evident in thecommunity PBL noticeboard and future plans to reform school rules based oncommunity consultation. • Students requiring additional learning and social support continue to beidentified through the Learning Support Team.

• Physicalresources – Colour printing, newnotice board • Expenses – Casualteacher days for releasing PBL teammembers • Temporal – Timefor PBL team meetings



Strong Connections

Purpose

To increase student, staff, parent/carer and learning community collaboration and connections to strengthen partnershipsto support student learning.

Major SEFV2 links – Learning: Learning Culture, Wellbeing, Reporting Teaching: Learning and DevelopmentLeading: School Resources, Management Practices and Processes


The Parents Are Informed aspect of the Two–way Communication Parent Survey Report increases to meet or exceedthe NSW Government norm. (Baseline 5.9 for school compared to 6.6 for NSW in the 2017 TTFM parent survey)

Increase the percentage of Aboriginal students in the top two bands by 35%, averaged over three years, Reading: Yr3 28%– 63%, Yr 5 16% – 51%,Yr 7 11%–46%; Numeracy: Yr 3 23% –58%, Yr 5 16%– 51%, Yr 7 9% – 44% wherestatistically significant. (Baseline average 2015 to 2017).


Process 1: Feedback

Review and strengthen communication processes and implement an improved, clearer process forreporting and providing feedback to parents and carers on student performance and future areas offocus.


• Not achieved – The school's mean score of 5.4 out of 10 on the 'ParentsAre Informed' aspect of the 'Two–way Communication' Tell Them From MeParent Survey report represents a decrease from October 2018 (when themean score obtained was 6.3) to October 2019, and remained 1.2 pointsbelow the NSW Government norm (6.6). • Achieved – While Tell Them From Me survey data obtained in October2019 does not support the assertion that parents reported feeling betterinformed about their child's academic progress and about future areas offocus, anecdotal evidence in the form of feedback received at P & Cmeetings and discussions held between teachers and individual parentsindicates that parents were very pleased with the opportunity to participate inthree–way interviews, and felt that they got a lot of useful information out ofthem. (TTFM data showed no significant increase in the mean score on the "Iam well informed about my child's progress in school subjects" in October2019 (5.5) compared to October 2018 (5.4). The school's mean score on the"I am informed about opportunities concerning my child's future" decreasedfrom 6.0 in 2018 to 4.8 in 2019). It is argued that the small sample size of 16respondents for the October 2019 TTFM Parent Survey (and only 10respondents in October 2018) renders this data invalid and/orunrepresentative and that the anecdotal reports mentioned above are ofmore use in evaluating this aspect of the annual milestone).

Time spenton: • Parent/ teacherconversations • Parent/teacher interviews • 'Three–way interviews' • PL sessionson 'Three–way interviews' • Dataanalysis post surveys • TeammeetingsExpenses: • Casualteacher days to provide release forpreparation for three–way interviews

Process 2: Relationships

Implement a whole school approach to building strong, positive, respectful and connected relationshipsto increase students learning and engagement.


• Not achieved – Priority for 2020 • Achieved – All teachers and student access the outdoor learning gardeneach week to enhance learning opportunities.

Externalfunding: • Gardening



• Achieved – All students have had the opportunity to engage in weeklylessons with AECG members and engage in community events &representing our school in a performance at the Deadly Awards 2019. • Working Towards – P–2 parents are actively involved in daily classroomactivities and the P & C has a more even distribution of parentrepresentatives P–6. The committee will be looking at how to encourageparent involvement 3–6 in 2020. • Working Towards – All P–2 teachers include social and emotional learningprograms into their daily teaching. Committee will be looking at how toinclude this into programs across the school in 2020.

grantExpenses: • Newsletter andsocial media promotion • Publications • Signs forAboriginal Bush Tucker Garden • Opening celebrationsfor bush tucker garden and NAIDOCcelebrationsTime spent: • Teammeetings – Preschool, RAP team • Multiculturalplaygroup sessions • Three–wayconference sessionsHumanresources: • AECG Aunties


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Brisbane Water learningCommunity CulturalContinuum

Early InterventionAboriginal Teacher

Stephanie AlexanderKitchen Garden program

Funding Sources: • Aboriginal backgroundloading ($68 470.00)

All students completed a 2019 Personalisedlearning Plan

All students had the opportunity to bond withother aboriginal students from the BrisbaneWater learning Community schools toparticipate in the Cultural Continuumprogram.

Students from Year 3 to 6 participated in theStephanie Alexander Kitchen Gardenprogram skilling them for life long healthyeating and living.

Students with learning difficulties weresupported by an Aboriginal Education teacherallocation of 2 days a week.

English language proficiency ELAD teacher for 1 day perweek

Multicultural Library

EALD regional TPL supportfor ELAD teacher

Funding Sources: • English languageproficiency ($23 875.00)

ELAD students were supported through anallocation of 0.4 face to face teacher.

Assessment of student progress andreporting to parents showed sound progressfor all students

Low level adjustment for disability School Learning Supportofficer

School Learning SupportTeam

Funding Sources: • Low level adjustment fordisability ($138 568.00)

Students were supported through tutorial andin class sessions by a teacher and SchoolLearning Support Officer. Data indicatedimprovement in learning outcomes in Literacyand Numeracy for all students on theprogram.

Quality Teaching, SuccessfulStudents (QTSS)

Curriculum Leader teacher3 days per week

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($94 871.00)

A 3 day Curriculum leader across the schooltargeted teacher and student learning toimprove overall results. Teachers PDP's weremonitored to ensure they received the bestsupport to support classroom practice.Teacher Professional learning reflected PDPsand targeted school plan goals.

Socio–economic background Seasons for Growthprogram

Flexible classroom furniture

Student Assistance

Extra Administration

Teacher release to runwellbeing and extracurriculum programs

Funding Sources: • Socio–economicbackground ($222 173.00)

A group of 8 Stage 2 and 8 Stage 3 studentscompleted the Seasons for Growth programboosting their confidence and wellbeing. Newflexible furniture was ordered for mostclassrooms adding to the school trend toupdate into flexible learning spaces forstudents. Students said that they love to learnin these new spaces. Being able to releaseteachers in the Special needs classes and thePreschool has added depth to programmingand teacher and student support. Theemployment of a Stephanie AlexanderKitchen Garden cooking teacher has ensuredall students from Year 3 to 6 have benefitedfrom participation in this valuable life skillsprogram. The ability to employ extra SaSStime has seen the school front line more


Socio–economic background Seasons for Growthprogram

Flexible classroom furniture

Student Assistance

Extra Administration

Teacher release to runwellbeing and extracurriculum programs


streamlined and efficient.

Support for beginning teachers Funding Sources: • Support for beginningteachers ($28 000.00)

Two teachers with beginning teachers fundswere mentored to support them withclassroom organisation, management , lessonprogramming and linking professionallearning to their needs. Extra release timewas allocated for them to meet with theirsupervisors, mentors and use as time toprogram and access Teacher Professionallearning sessions.

Targeted student support forrefugees and new arrivals

EALD teacher for 3 hoursper week

Funding Sources: • Targeted student supportfor refugees and newarrivals ($12 000.00)

ELAD teacher was able to intensively supportnew arrivals to settle into the school and workon their language skills.


Students, teachers and parents are verypositive about moving forward into the flexiblelearning spaces in classroom environments .Students are enjoying learning and being ableto access their preferred learning style.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 231 234 257 242

Girls 193 204 209 207

Student attendance profile

School

Year 2016 2017 2018 2019

K 92.6 92.1 94 92.9

1 91.9 92.5 91.4 91.5

2 92.2 92.6 93.3 89.6

3 90.3 91 91.3 91.5

4 92.2 91.1 91.1 89.6

5 91.9 91.9 92.4 89.9

6 92 90.6 92.3 91

All Years 91.9 91.7 92.3 90.8

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 21.91

Teacher of Reading Recovery 0.74

Learning and Support Teacher(s) 0.9

Teacher Librarian 1

School Counsellor 1

School Administration and Support Staff 10.48

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 110,543

Revenue 5,832,758

Appropriation 5,580,568

Sale of Goods and Services 85,541

Grants and contributions 165,303

Investment income 866

Other revenue 480

Expenses -5,749,136

Employee related -5,217,814

Operating expenses -531,322

Surplus / deficit for the year 83,622

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 1,201,973

Equity Total 459,649

Equity - Aboriginal 68,470

Equity - Socio-economic 222,173

Equity - Language 23,875

Equity - Disability 145,130

Base Total 2,974,797

Base - Per Capita 119,961

Base - Location 0

Base - Other 2,854,836

Other Total 795,719

Grand Total 5,432,138

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

In 2019 information on Parent/caregiver, student, teacher satisfaction was gathered through the Tell Them for me surveyon– line process and parent, teacher, student informal conversations. Most parents expressed they felt welcome at WoyWoy Public School, had sound connections with their child's teachers and found the administrative staff very supportiveand helpful. A large percentage of parents/carers reported they could speak easily to teachers about their child'sprogress and that teachers listened to their concerns. Parent/carers however did express that they would like to havemore information about what exactly their child was covering in each curriculum area so that they could understand andsupport their child better with their education. A high percentage of parents/carers said they support their child'sacademic and social wellbeing at school and understand that teachers have high expectations for their child to succeed.A large percentage of parent/carers volunteer in the school canteen, assist teachers in classrooms and with sportingevents and activities. They did however express a need to see more involvement of parents and carers on schoolcommittees. Most parent/carers prefer telephone calls, emails or information sent out on the school App. Texting is seenas the number one preferred mode of quick communication but they still see the school newsletter and website as placesto seek information. Most parent/carers expressed that their child feels safe when going and coming from school butwere seeking more intervention for their child's safety around bullying. Some stated that issues need to be in a moretimely manner. Teachers expressed they worked well with school leaders to create a safe and orderly schoolenvironment and that they seek out leaders as support. Collaboration between staff is high in planning. Consistentassessment and reflection and saw opportunities to talk with other staff about student engagement as very important.Teachers reported they set high expectations for learning, that they monitor student progress and use assessments tounderstand where students are having difficulty. They reported they give constructive feedback to students to bring themcloser to achieving their learning goals. All teachers say that they have clear behaviour expectations using the PositiveBehaviour Learning strategies implemented school wide and that they provide differentiation of learning tasks accordingto student needs. Teachers report they provide many opportunities for feedback to parents about their child's progress.Many teachers feel they are not confident in facilitating high level technology into classroom situations and haveexpressed the need for more professional learning in this area to support them. They also see that the school could havemore technological equipment for students to access. Similar numbers of students expressed that they were beingchallenged in their learning or not challenged in their learning in the classroom environments. A quarter of the studentssurveyed expressed they found English, Maths and Science challenging. Most students saw what they are learning atschool as relevant to their everyday lives, however girls were the more predominate in this belief. Most student felt theycould connect with someone at school for advice and support and saw that there were positive teacher/studentrelationships. A high percentage of students expressed that the school staff emphasise academic skills and hold highexpectations for all students to succeed. They said they understand there are clear rules and expectations for classroombehaviour. Most students agreed that they feel good about their culture when they are at school and that teachers wereunderstanding of their culture. From the survey Tell Them from Me students reported they do a range of extra curricularactivities provided by their school. The survey showed that student's sense of belonging was at 78%, their advocacy atschool 70% and their expectations for success was 96%.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 woy woy public school annual report · our school houses a doe preschool servicing 40...

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